Teacher of visually impaired students - Salary and Career
Special Education Teachers

Teacher of visually impaired students - Career description, activities, functions and salary

They promote the education of students with special educational needs, teaching them to read and write in Portuguese and Braille, calculate, express themselves, solve problems and activities of daily living, develop skills, attitudes and values, develop functional activities and programs of essential stimulation and education of young people and adults, assessing the educational needs of students, carrying out activities such as: planning, evaluating, developing materials, researching and disseminating knowledge in the area, can direct and coordinate special education establishments.

How much does an Teacher of visually impaired students earn

A Teacher of visually impaired students earns between $1.287 and $4.441 per month, with an average monthly salary of $2.110 and a median salary of $1.953 according to an Averwage.com salary survey along with to data of professionals hired and fired by companies in the labor market.

Our research is based on the salaries of 145 professionals hired and dismissed by the period from 06/2021 to 05/2022 (last year).

Salary ranges for the Teacher of visually impaired students

Monthly Salary Annual Salary Salary Per Week Hourly Salary
Average wage 2.110 25.322 528 14
1º Quartile 1.287 15.446 322 8
Median Salary 1.953 23.434 488 13
3º Quartile 3.387 40.641 847 22
Higher Salary 4.441 53.290 1.110 29

Professional job categories

  • Science and arts professionals
    • teaching professionals
      • other teaching professionals not previously rated
        • special education teachers

Related Positions:

Main workplaces

Special Education Teachers they work in teaching, health and social services, research and development, recreational, cultural and sporting activities and public administration, defense and social security. They are statutory or registered employees, work both individually and in an interdisciplinary team, with occasional supervision, indoors and during daytime hours. Eventually, they work in uncomfortable positions for long periods, in some activities they can work under pressure, leading them to a stressful situation. They may also be exposed to loud noise, unsanitary conditions and physical aggression.

What does it take to work in the field of Special Education Teachers

The exercise of these occupations requires higher education in the area of education, with courses or specializations in the area of special education.

Functions and activities of Teacher of visually impaired students

Special Education Teachers must:

  • participate in the development of different educational assistance programs;
  • evaluate student educational needs;
  • divulgar knowledge of the area;
  • disseminate knowledge of the area;
  • forming professionals to work in the area;
  • participate in pedagogical-administrative activities;
  • research on topics of interest in the area;
  • assess the educational needs of students;
  • search for topics of interest in the area;
  • disseminate area knowledge;
  • participate in the elaboration of the school's political-pedagogical project;
  • assess students' educational needs;
  • search on topics of interest in the area;
  • search about topics of interest in the area;
  • training professionals to work in the area;
  • acting in the teaching-learning process;
  • demonstrate personal skills;
  • disseminate knowledge in the area;
  • act in the teaching-learning process;
  • prepare pedagogical materials and specific resources;
  • evaluate students' educational needs;

  • Activities

    • assess beginner student's knowledge;
    • working with computer language resources;
    • master sign language;
    • planning extracurricular activities;
    • create materials for alternative communication;
    • prepare the sign language interpreter to work in the teaching modalities;
    • demonstrate tolerance;
    • teaching to organize reference objects to anticipate daily activities;
    • indicate institutions for professional education practices;
    • research visual and spatial experience of deaf and deafblind people;
    • perform pedagogical and cultural activities in hospitals;
    • search written sign language;
    • contribute to the elaboration of magazines, newspapers and newsletters;
    • assess students' learning styles and paces;
    • search for special education topics;
    • participate in pedagogical meetings;
    • prepare professionals for educational work in hospitals;
    • record texts in different media (tapes, multimedia etc);
    • demonstrate ability to articulate different realities;
    • search sign language;
    • analyze bibliographies on syndromes and pathologies;
    • plan curriculum components according to year/cycle;
    • forward the student to protected, vocational or occupational workshops;
    • teaching work orientation classes;
    • prepare instructors to work in the apprentice's professional training;
    • performing recreational activities aimed at socio-affective interaction;
    • disseminate sign language to the community;
    • develop functional activities that involve the community;
    • elaborate assessment instruments;
    • master braille;
    • search bibliography on syndromes and pathologies;
    • provide advice to the school community;
    • demonstrate ability to recognize own limitations;
    • guiding student internships;
    • demonstrate creativity;
    • teaching portuguese language;
    • adapt the curriculum to the needs of students;
    • develop educational assistance programs;
    • prepare reports;
    • develop assistance programs for youth and adults;
    • forward the student to the job market;
    • work on the theme of prejudice in different types of events;
    • performing activities for orientation and mobility;
    • provide specialized pedagogical support services in different teaching modalities ;
    • demonstrate ability to manage frustrations;
    • teaching recreational activities;
    • prepare materials with motor and postural adaptations;
    • prepare functional activities that involve the community;
    • forward students to specific assessments;
    • work in educational qualification programs;
    • study the proposals of educational legislation;
    • forward the student to training in companies;
    • teaching work orientation classes;
    • mastering content and methodologies in the area;
    • teaching activities of daily living (adl);
    • develop assistance programs for young people and adults;
    • participate in the organization of events on prevention;
    • participate in lectures and courses;
    • demonstrate ability to motivate others;
    • create material in brazilian sign language (libras) and portuguese language;
    • develop projects for the care of young people and adults;
    • teaching portuguese as a second language;
    • participate in the assessment of students' receptive communication;
    • demonstrate ability to manage educational establishments;
    • elaborate essential stimulation projects;
    • produce videotapes with subtitles and sign language;
    • develop visual material for students;
    • forward student to regular education;
    • training an interpreter guide for the deaf and blind;
    • make didactic-pedagogical materials;
    • demonstrate pedagogical coordination capacity of educational establishments;
    • select activities and physical and material resources;
    • participate in the process of evaluating the student's psychomotor and cognitive aspects;
    • disseminate written sign language to the community;
    • demonstrate ability to direct educational establishments;
    • evaluate the linguistic performance of the deaf;
    • demonstrate the ability to articulate different realities;
    • assess beginner student knowledge;
    • developing professional activities with students;
    • grant interviews to the mass media;
    • adapt teaching games in braille and in enlarged types;
    • register grades and contents in class diaries;
    • teaching contents of curricular subjects;
    • demonstrate planning ability;
    • study approaches to augmentative and alternative communication;
    • master different forms of communication;
    • prepare instructors to work in the professional training of the apprentice;
    • evaluate students' expressive communication;
    • plan individual educational intervention programs;
    • demonstrate ability to work with individualized teaching;
    • proceed ethically;
    • participate in the activities of the sensory integration program;
    • transcribe texts in enlarged types;
    • teaching curriculum contents in sign language and portuguese;
    • participating in the activities of the sensory integration program;
    • participate in health and education forums;
    • apply the legislation on the rights of people with special learning needs;
    • develop essential stimulation projects;
    • coordinate course;
    • prepare self-contract materials;
    • analyze the results of assessments of professionals from other areas;
    • define school contents;
    • demonstrate flexibility;
    • elaborate a lesson plan;
    • plan extracurricular activities;
    • direct institutions that serve students with special learning needs;
    • guiding work in the reading room;
    • organize exhibitions of student work;
    • correcting student work;
    • preparing the community to interact with people with special educational needs;
    • identify students' learning needs;
    • monitoring student training in companies;
    • participate in the elaboration of the teaching plan;
    • prepares the community to use orientation and mobility techniques;
    • teaching the use of reference objects;
    • research bibliography on syndromes and pathologies;
    • establish partnerships with families;
    • elaborate codes of social interaction;
    • evaluate receptive student communication;
    • demonstrate ability to interpret sign language;
    • participate in research projects;
    • teaching the activities of autonomous living;
    • evaluate school performance;
    • analyze pedagogical proposals;
    • demonstrate improvisational skills;
    • delivering work orientation classes;
    • plan the evaluation of the teaching-learning process;
    • research the use of technologies;
    • deliver lectures and courses;
    • study the written language of sign language;
    • participate in the planning of school-family integration activities -community;
    • demonstrate leadership ability;
    • implement educational assistance programs;
    • guiding volunteers for special education in communities;
    • participate in the preparation of newsletters on forms of communication;
    • plan activities based on the visual experience of students;
    • participate in the evaluation process of the student's psychomotor and cognitive aspects;
    • demonstrate observation skills;
    • working with augmentative and alternative communication;
    • work in essential stimulation programs;
    • establish partnerships with multidisciplinary teams;
    • research language acquisition strategies;
    • alphabetizing in braille;
    • participate in area associations;
    • participate in the organization of seminars, forums and other events;
    • participate in the elaboration of the school curriculum;
    • prepare teachers for inclusion classes;
    • develop projects with non-school institutions;
    • disclose the results of research projects;
    • coordinate course;
    • analyze new theories for practical implementation;
    • teaching the use of soroban for mathematical calculations;
    • prepare visual cues for contextualizing environments;
    • create textures, reliefs that convey knowledge;
    • transcribe students' braille texts in ink;
    • participate in the assessment of students' expressive communication;
    • participate in the preparation of information on prevention;
    • participate in class councils;
    • elaborate proposals for teaching portuguese as a second language ;
    • create didactic-pedagogical materials;
    • preparing the community to use braille;
    • participate in the preparation of texts on topics in the area;
    • demonstrate ability to work with differences;
    • elaborate records of student progress;
    • evaluate project results;
    • developing activities of the different curricular components in libras and portuguese;
    • transcribe texts in ink into braille;
    • direct institutions serving students with special learning needs;
    • participate in category associations;
    • adapt the curriculum to the students' needs;
    • work in educational rehabilitation programs;
    • prepare deaf instructors to work in teaching modalities;
    • demonstrate ability to study and research;
    • elaborate projects to assist young people and adults;
    • evaluate student learning styles and paces;
    • participate in school inclusion programs;
    • develop research projects;
    • indicate institutions for vocational education practices;
    • pedagogically coordinate institutions serving students with special learning needs;
    • demonstrate ability to work in a team;

    Sectors that hire Teacher of visually impaired students the most in the job market

    • activities of associations for the defense of social rights
    • manpower selection and agency
    • general public administration
    • elementary school
    • welfare services without accommodation
    • temporary labor lease
    • cleaning in buildings and households
    • social assistance activities provided in collective and private residences
    • support activities for education
    • child education - pre-school

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